In 2005, 235,197 women received undergraduate science and engineering degrees, compared to 230,806 for men. In 2005, 53,051 women received masters science and engineering degrees, compared to 66,974 men. All increased a large amount from 2005 to 2010 and degrees awarded to women increased much faster than the increase seen for men.

At the masters level women continue to increase degrees (nearly doubling from 2005 to 2010 excluding health). The relative gains (compared to men) at the masters level are small in that 5 year period, but it seems to me the news is mainly good. I expect women will show relative gains at the masters and PhD levels going forward, though those gains may well be slower than they were at the undergraduate level.

STEM fields continue to show large gender imbalances (with women and men dominating certain fields and being relatively rare in others). Continuing to provide opportunities for talented and interested students to explore their field of choice is important for the students well being and for the well being of society. We want to take advantage of the great minds we have and not have people excluded from pursuing their dreams.

Roominate is a cool new toy created by 3 engineering students aimed at giving young engineers a way to learn, experiment and create. The 3 women used kickstarter to get the funds needed to launch their product. They raised $85,000 (the goal was $25,000).

We’re more than just a toy company. We want to inspire your daughters to be the great artists, engineers, architects, and visionaries of their generation. We intend to give them every tool to reach that potential.

Jennifer Kessler: Bachelor degree from University of Pennsylvania, currently an MBA student at Stanford.

This is yet another example of entrepreneurship shown by Standford students. The USA is hugely benefited by Stanford (along with a few other schools: MIT, Caltech, etc.). There is little a country can do that is as helpful economically as encouraging the type of entrepreneurship Standford does.

Since 2000, U.S. drug firms have slashed 300,000 jobs, according to an analysis by consulting firm Challenger, Gray & Christmas. In the latest closure, Roche last month announced it is shuttering its storied Nutley, N.J., campus — where Valium was invented — and shedding another 1,000 research jobs.
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Largely because of drug industry cuts, the unemployment rate among chemists now stands at its highest mark in 40 years, at 4.6 percent, according to the American Chemical Society, which has 164,000 members. For young chemists, the picture is much worse. Just 38 percent of new PhD chemists were employed in 2011, according to a recent ACS survey.
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Two groups seem to be doing better than other scientists: physicists and physicians. The unemployment rate among those two groups hovers around 1 to 2 percent, according to surveys from NSF and other groups. Physicists end up working in many technical fields — and some go to Wall Street — while the demand for doctors continues to climb as the U.S. population grows and ages.

But for the much larger pool of biologists and chemists, “It’s a particularly difficult time right now,” Stephan said.
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From 1998 to 2003, the budget of the National Institutes of Health doubled to $30 billion per year. That boost — much of which flows to universities — drew in new, young scientists. The number of new PhDs in the medical and life sciences boomed, nearly doubling from 2003 to 2007, according to the NSF.

The current overall USA unemployment rate is 8.2%.

The current economy doesn’t provide for nearly guaranteed success. The 1960’s, in the USA, might have come close; but that was a very rare situation where the richest country ever was at the prime of economic might (and even added on top of that science was seen as key to promote continued economic success). Today, like everyone else (except trust fund babies), scientists and engineers have to make their way in the difficult economy: and that should be expected to be the case in the coming decades.

Science and engineering education prepare people well for economic success but it is not sufficient to guarantee the easy life. Just like everyone else, the ability to adapt to current market conditions is important in the current economic climate – and will likely continue to be hugely important going forward.

The reason to get a undergraduate or graduate science or engineering education is because you are interested in science and engineering. The economic prospects are likely to continue to be above average (compared to other education choices) but those choosing this path should do so because they are interested. It makes sense to me to factor in how your economic prospects will be influenced by your choices but no matter what choices are made a career is going to take hard work and likely many frustrations and obstacles. But hopefully a career will provide much more joy than hardship.

I wish they provided data for the larger companies, but they don’t. They show a breakdown of 9,461 (CEO or founders) with a business undergraduate major and 9,334 with an engineering degree. For those with advanced degrees 3,337 have an engineering master’s or doctorate and 1,016 have an MBA.

In the latest (2008) data I have for S&P 500 CEO’s 22% were engineers. Engineers seem to make up under 5% of college graduates (based on my eyeballing of this Dept. of Education data). Business meanwhile seems to make up about 20% of the majors.

Online degree programs are growing quickly in popularity in the USA. Over 6 million students took online courses in 2011. The costs of traditional education continue to rise at extremely high rates – schools have done a horrible job of dealing with this. I personally, don’t understand how they have done so horribly on this measure. Administration costs have exploded. Building vanity projects that costs tens of millions of dollars add little to student achievement and waste limited resources driving up costs.

We really need to find administrators that will reduce administrative staffing levels and costs. Let some schools continue on the ego driven spiraling costs, but let us at least find some who will focus on reducing education costs and providing good education at reasonable costs. For engineering, more than maybe any other discipline, I can excuse some of the costs. But given the universal failure to manage costs I think the failure to manage costs is the primary issue (the extra demands for spending on engineering education, I understand).

The failure to stop the lavish spending has greatly increased the demand for online education. Given the unreasonable cost increases for traditional education many are priced out of considering that option. Given how unable schools have proven to be at providing good education for reasonable rates the last few decades it is reasonable to assume online education will continue to gain popularity. I don’t see the top tier schools facing much competition from online efforts (even if some students are drawn away there are plenty wanting to upgrade their school choice at whatever the cost – as the administrators know as they continue to drive up costs).

One danger is that online education is hardly a proved commodity yet. Both in terms of what you learn and the acceptance and desirability of degrees. So right now students are having to make guesses that are more challenging with online programs than the traditional choices. US News and World Report has selected 3 online engineering master’s programs for the honor roll.

In exchange for funding for their graduate studies, Kahler and other fellows contribute to the science curriculum in local primary and secondary schools from kindergarten through grade 12. Kahler taught science at Rogers-Herr Middle School in Durham.

He also taught for two summers in India, and in Texas, as part of Duke TIP, the Talent Identification Program, which identifies academically gifted students and provides them with intellectually stimulating opportunities.

Through these teaching experiences in different locations and cultures, Kahler observed several factors that affect the quality of education in American schools. One important factor is the training of teachers. Unfortunately, teachers are sometimes expected to teach science without having received an adequate background in the subject.

STEM fellows helped to address this problem by contributing their expertise and by helping to increase the scientific literacy of students and their teachers.
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Kahler says that NSF GK-12 has a strong, positive impact to change this because it simultaneously improves the educational experience of students in primary and secondary school and trains graduate students to communicate and teach effectively.

Unfortunately, the NSF GK-12 program is no longer in the NSF budget for 2012.

Sadly the USA is choosing to speed money on things that are likely much less worthwhile to our future economic well being. This has been a continuing trend for the last few decades so it is not a surprise that the USA is investing less and less in science and engineering education while other countries are adding substantially to their investments (China, Singapore, Korea, India…).

As I have stated before I think the USA is making a big mistake reducing the investment in science and engineering, especially when so many other countries have figured how how smart such investments are. The USA has enjoyed huge advantages economically from science and engineering leadership and will continue to. But the potential full economic advantages are being reduced by our decisions to turn away from science investment (in education and other ways).

A nice simple post by a soon to be Dr. of Genetics and Molecular Biology on what being a scientist is like for her. I like her take, which I think is much more accurate than some of the generalities people use. The main reason people (men or women) become scientists because they want to be scientists.

Photo the almost-Dr. Caitlin

The truth is science requires you to be social. We share ideas, techniques, and equipment. A good scientist knows her limitations and uses someone else’s expertise when her own is not enough. The modern scientist communicates not only through conferences and journals, but also through blogging and Facebook.
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When a non-scientist (usually my parents or some other close relative) asks me about what I do, they inevitably want to tie it back to how I’m curing a disease and saving the world. I am not curing a disease or saving the world.

I study science because it’s cool. I study basic science — asking questions for the purpose of learning the answer. That doesn’t mean what I do isn’t important. Lots of ground-breaking medical advances have been made just because someone asked a question no one else thought to ask.
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To all you ladies fighting the good fight in other fields, keep at it, because the numbers are going up for women with advanced degrees.

I’ve always wanted to be some sort of scientist. When I was in elementary school I wanted to be a paleontologist because dinosaurs are awesome (and so was “Jurassic Park”). When I was 11, I read the Hot Zone and knew I wanted to be a biologist. Though there were times that I flirted with the Dark Side, i.e., medical school, but mostly only because when my teachers figured out I was good at science they said go to medical school. No one even suggested becoming a scientist.

Adam Wilson posted a status update on the social networking Web site Twitter — just by thinking about it. A UW-Madison biomedical engineering doctoral student, Wilson is among a growing group of researchers worldwide who aim to perfect a communication system for users whose bodies do not work, but whose brains function normally. Among those are people who have amyotrophic lateral sclerosis (ALS), brain-stem stroke or high spinal cord injury.

The interface consists, essentially, of a keyboard displayed on a computer screen. “The way this works is that all the letters come up, and each one of them flashes individually,” says Williams. “And what your brain does is, if you’re looking at the ‘R’ on the screen and all the other letters are flashing, nothing happens. But when the ‘R’ flashes, your brain says, ‘Hey, wait a minute. Something’s different about what I was just paying attention to.’ And you see a momentary change in brain activity.”

The system still is not very quick. However, as with texting, users improve as they practice using the interface. “I’ve seen people do up to eight characters per minute,” says Wilson.

Susannah Fleming, a PhD student at the University of Oxford life sciences interface doctoral training centre. She is developing a monitoring system to assess children when they first present to medical care. Source

Minister of State for Science and Innovation, Lord Drayson, announced the £250million (about $370 million) initiative which will create 44 training centres across the UK and generate over 2000 PhD students. They will tackle some of the biggest problems currently facing Britain such as climate change, energy, our ageing population, and high-tech crime.

17 of the centers will put specific emphasis on integrating industrial and business skills with the PhD education. This approach to training has been extensively piloted by EPSRC through a small number of thriving Engineering Doctorate Centres and Doctoral Training Centres in Complexity Science, Systems Biology and at the Life Sciences Interface. This new investment builds on the success of these and will establish a strong group of centres which will rapidly establish a pre-eminent international reputation for doctoral training.

The multidisciplinary centres bring together diverse areas of expertise to train engineers and scientists with the skills, knowledge and confidence to tackle today’s evolving issues. They also create new working cultures, build relationships between teams in universities and forge lasting links with industry.

“Our approach — ‘partial capture’ — can get CO2 emissions from coal-burning plants down to emissions levels of natural gas power plants,” said Ashleigh Hildebrand, a graduate student in chemical engineering and the Technology and Policy Program. “Policies such as California’s Emissions Performance Standards could be met by coal plants using partial capture rather than having to rely solely on natural gas, which is increasingly imported and subject to high and volatile prices.”
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The researchers conclude that as a near-term measure, partial capture looks promising. New coal plants with lower CO2 emissions would generate much-needed electricity while also demonstrating carbon capture and providing a setting for testing CO2 storage — steps that will accelerate the large-scale deployment of full capture in the future.

I work at the American Society for Engineering Education as an Information Technology Program Manager (this blog is not affiliated with ASEE). A large portion of the computer applications I work on are related to the science and engineering fellowships we administer. The fellowship applications are all open now (for certain fields the NSF application deadline is next week). Those fellowships include:

National Science Foundation Graduate Research Fellowship has the earliest deadline, starting November 3rd for some while some fields are as late as November 12th. The fellowship provides support for 3 years (a yearly stipend of $30,000 plus educational expense) to approximately 1,000 students and is open to most science, engineering and math fields.